Olivia Werderman Algebra 1 Class Spring, 2014 Step 1: Solve the mathematics problem(s) yourself and answer the

following questions. Rule Maker makes the rule to find the output of the rule breakers input Rule Breaker tries to find the rule makers rule in as few outputs as possible 1. How did you solve the problem(s)? 1. Round 1 Your teacher gives the Rule Maker a function rule. The Rule Breaker gives an input value to the Rule Maker. The Rule Maker calculates the output. Do not let the Rule Breaker know the calculations! The Rule Maker gives the output value. The Rule Breaker continues to give the Rule Maker an input value and receives the output value until the Rule Breaker guesses the rule. The goal is to guess the rule by making the fewest possible guesses about the input values. Teacher Rule for every x, x+5 is the output. RB Input RM Output 0 5 1 6 2 7 3 8 Rule Breaker for every input so far, Ive noticed the output is raised by one number and each input and output has a difference of 5 values. Therefore, the input is added by five for any number. 2. Round 2 Switch roles with your partner. The Rule Maker writes the function rule in Round 2. Rule Maker for every x, 2x in the output. RB Input RM Output 0 0 1 2 2 4 3 6 Rule Breaker Ive noticed that when trying to add to the input to find an output it is not working. Therefore, I tried multiplication. When multiplying each input by two the output is found. Hence, the input is multiplied by two for any number. 2. Are there other ways that you might expect students to solve the problem(s)? Students may feel more comfortable representing the inputs and outputs in terms of x and y. This may make it easier to see what is happening with x to arrive at y.

The Rule Maker may make the rule more difficult than it has to be on the Rule Breaker. This might be in the spirit of competition or boasting about ones intelligence. The Rule Breaker might use a different deductive reasoning method such as doing a quick analysis of the input/output numbers then hypothesizing a rule. They would then follow through with a guess and check format. 3. What mathematics will students need to know to solve the problem(s)? SNTK the terms input and output as well as how to use such terms to solve problems. SNTK how to use analysis to estimate rules from input/output values. SNTK mathematical concepts such as addition and multiplication to arrive at similar outcomes. 4. What will students responses tell you about what they know about the mathematics? Students responses will tell me if students are able to see patterns with numbers in order to make a general rule about the relationship between input/output. 5. How does the problem(s) connect to the broader mathematics topic? These problems connect to functions by showing instead of telling how functions work. Students will be able to work with functions before knowing formal definitions or given examples. The problems connect by capturing the essence of functions before formal instruction. Step 2: Plan questions for discussion (refer to your own work and the teachers manual). 1. What are the goals for your discussion? (This should be related to the conceptual understanding involved in the problem.) Discussion should bring students to a higher understanding of the mathematical concepts used. Discussion should allow students to make predictions of how such concepts will be used in future lessons. Discussion should open a space for student questions to be addressed and answered. 2. What are the objectives for your lesson? (This should be measureable and concrete, which means they are often related more to procedural fluency.) SWBAT work in a two person group in order to build a general ideal of functions. SWBAT use inputs and outputs to find a rule for the relationship between the numbers. 3. What student thinking do you anticipate that you will elicit? 4. List at least 4 questions that you will ask as students work on the problem(s).

Rule Maker: How did you decide what you would do to each input given by the Rule Breaker. Why? Rule Breaker: How have you gone about solving what the rule is? Do you have an idea of how this might work for graphing the outcomes? Rule Maker: Did you keep the rule simple or did you make it difficult for the rule Breaker? Why or why not? 5. How will you use student work to facilitate your discussion? List at least 2 strategies and the corresponding questions. I will have students display their work by putting it on the overhead. A question for the Rule breaker might be, Explain to the class how you solved for the rule. What was your thought process in solving the problem? For the whole classDid anyone solve in similar ways to student A? Were there any other methods for solving the rule? Please come up and show us your work. What did you do differently than student A? Time 30 sec Teacher Will TW introduce the concept of inputs and outputs and explain what students will need to do for the first and second problems. Hello students today we will be working with inputs and outputs. I will give an example as a means of explanation. If I make a rule that for every input I receive I will add 2 to find the output, I can find an infinite amount of inputs and outputs. For this case, if the input is 1 then the output is 3. For the activity today you will work with inputs and outputs to find a rule. After you have guessed the rule, you may describe the rule in a general way such as for every input subtract 3 to find the output. TW place the worksheet on the overhead. TW explain, Please work with another student to work through Round 1 and 2. (See figure 1 below.) For this activity there will be a Rule Maker and a Rule Breaker. The Rule maker will make a rule regarding inputs and outputs that the Rule breaker will try to solve. I have provided the first rule for you. Once you have worked through Round 1 you may switch roles and the Rule maker can make their own rule to be solved. Are there any questions? You may begin. (If a student needs to join a group there should be 2 rule breakers in that group. They can work together to solve the rule.) TW walk around room to see students work and ask questions

30 sec

mins

like: Rule Maker: How did you decide what you would do to each input given by the Rule Breaker. Why? Rule Breaker: How have you gone about solving what the rule is? Do you have an idea of how this might work for graphing the outcomes? Rule Maker: Did you keep the rule simple or did you make it difficult for the rule Breaker? Why or why not?

7 mins

30 sec

TW select and sequence which students work to display for the whole class. TW use student work to connect to mathematical concepts. Potential questions/connections: Can you explain how you solved the rule? Are there any connections to be made between student 1 and student 2 work? Similarities or differences? Is there a better way to solve the rule rather than the guess and check method? How might this be done? TW do a quick wrap up, In conclusion, we can use inputs and outputs as a means to begin the understanding of functions. You were certainly working with functions today in order to better understand relationships between numbers. Thank you all for your participation and good job with inputs and outputs.

Figure 1 Rule Maker makes a rule to be applied to every input value. Rule Breaker attempts to solve the rule in as few guesses as possible. Round 1 Your teacher gives the Rule Maker a function rule. 1. The Rule Breaker gives the Rule Maker an input value. (Suggestion: Start with input values of 0, 1, 2 and 3.) 2. The Rule Maker calculates the output and gives the value to the Rule Breaker. (Do not let the Rule Breaker know the calculations!) 3. Repeat steps 1 and 2 until the Rule Breaker guesses the rule. The goal is to guess the rule by making the fewest possible guesses about the input values. Round 2 Switch roles with your partner. The Rule Maker writes the function rule in Round 2.